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A school for healing: alternative strategies for teaching at-risk students
Short Title: A school for healing
Format: Book
Publication Date: Nov 30, 1998
Publisher: P. Lang
Place of Publication: New York
Pages: 187
Sources ID: 107076
Notes: External Resources: Cite This Item Search for versions with same title and author | Advanced options ...Contents: I: How at-risk students describe school -- II: How a center for alternative learning operates -- III: How to create a school for emotional healing.Geographic: United States. USA.Note(s): Includes bibliographical references (pages 181-182) and index.Class Descriptors: LC: LC46.4; Dewey: 371.04Responsibility: Rosa L. Kennedy and Jerome H. Morton.Vendor Info: Baker & Taylor Brodart Baker and Taylor Otto Harrassowitz YBP Library Services (BKTY BROD BTCP HARR YANK) 29.95 $29.95 Status:             activeEntry: 19980727Update: 20180926Provider: OCLCPreface  vii  Part One: How At-Risk Students Describe School  1(66)    Pam Walker     3(10)    D. J. Whitebear     13(10)    Iesha Wilson     23(10)    Delores Cook     33(10)    Emerging Themes43(12)    Discussion     55(8)    Review of Student Issues     63(4)  Part Two: How a Center for Alternative Learning Operates  67(46)    The Center for Alternative Learning     69(14)    EngagingStudents With Art     83(8)    Visiting Artists Program     91(12)    Strategies for Teaching Dropouts     103(10)  Part Three: How to Create a School for Emotional Healing  113(58)    Introduction to Administrative Concepts     115(10)    Philosophical Orientation     125(8)    The Emotional Well-Being of the Staff     133(8)    Management Strategies     141(10)    Positive Reinforcement     151(12)    Networking With Other Agencies     163(8)  Conclusion  171(10)  References  181(2)  Index  183    (  ) Add/View Comments ** Summary **
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A School for Healing: Alternative Strategies for Teaching At-Risk Students describes an alternative school that dealt with students who were expelled or suspended from public school and who perceived themselves as victims of injustice. It was assumed that they misinterpreted the facts of various situations or chose inappropriate strategies to correct real injustices. The task of the school was to help the students learn multiple perspectives for interpreting the actions of others and to teach them more appropriate ways of resolving injustices. Four students in the school relate their problems and describe, through a qualitative research interview process, how the school helps them. The book describes specific strategies the school used and concludes with suggestions to those who wish to establish a similar program.